Education Indicators for Ireland - December 2020 - Department of ...
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Education Indicators for Ireland December 2020
This report may be accessed at: www.education.ie/en/Publications/Statistics/ For further information please contact by e-mail at: Statistics@education.gov.ie Statistics Section, Department of Education 2
Table of Contents Page
Introduction and background 4
Link to the Action Plan for Education 2019 5
Enrolments and Capacity
1. Enrolments 6
2. Education providers and additional capacity 8
Early Years, Primary and Post-primary Education
3. Teachers 9
4. Quality assurance 11
5. Continuous Professional Development of teachers 12
6. National Educational Psychological Service 13
7. School type 14
8. Leaving Certificate pathways 15
9. STEM 16
10. Foreign languages 18
11. Social inclusion 20
12. Special Educational Needs 21
13. Transport 23
Further Education and Higher Education
14. Transitions and progressions 24
15. Access 26
16. International students 28
17. Research 29
18. Further Education and Training, and skills initiatives 30
Outputs and Outcomes
19. Awards by NFQ level 32
20. Attainment 34
21. NFQ awards by age 35
22. Lifelong learning 36
Appendix 37
Acronyms 38
Statistics Section, Department of Education 3Introduction and Background
Education Indicators for Ireland aims to present a comprehensive set of educational
indicators for the Education system in Ireland. The indicators in this report cover all levels of
education starting with early years and working through school education, further and higher
education and through to lifelong learning. In doing so the report provides an overview of the
work of both the Department of Education and its sister department the Department of
Further and Higher Education, Research, Innovation and Science.
This indicator set is designed as part of the wider planning framework across the education
sector. By covering a wide range of topics the report attempts to present not only an
overview of the work of the two Departments but also to provide indicators of progress on
different educational strategies across all of education from early years through to lifelong
learning. The data published in this report also acts as a key component of the Performance
Budgeting and Revised Estimate Volume (REV) processes.
The indicators are based on a variety of sources. These include the Department of
Education’s pupil databases, the statistical bulletin and other statistical reports such as pupil
projections and retention; data is also provided by DFHERIS and its agencies, such as
SOLAS, the HEA and QQI.
This indicator set provides a good picture of the progress made in 2019 towards achieving
the five high level goals for the education sector, as published in the 2019-2021 Statement of
Strategy – Cumasú: Empowering through Learning Shape
1. Shape a responsive education and training system that meets the needs and raises
the aspirations of all learners.
2. Advance the progress of learners at risk of educational disadvantage and learners
with special educational needs in order to support them to achieve their potential.
3. Equip education and training providers with the skills and support to provide a quality
learning experience.
4. Intensify the relationships between education and the wider community, society and
the economy.
5. Lead in the delivery of strategic direction and supportive systems in partnership with
key stakeholders in education and training.
The report is broken down into four sections:
Enrolment and Capacity covering enrolments at all levels of education, and
education providers at all levels.
Early Years, Primary and Post-primary Education covering teachers, inspections,
teacher development, the National Educational Psychology Service (NEPS), school
types, Leaving Certificate pathways, retention, STEM education, foreign languages,
social inclusion, Special Education Needs and school transport.
Statistics Section, Department of Education 4 Further Education and Higher Education covering transition rates from post-
primary to Further Education and Higher Education, access to Higher Education,
international students, research and skills.
Outputs and Outcomes covering awards, general level of education of the
population, awards by age and lifelong learning across the continuum of education.
The link between the various indicators and the Action Plan 2019 is presented below. It is
planned to develop this indicator set over time as data becomes available or policy initiatives
evolve.
Link to Action Plan for Education 2019
Overview of the education system
Schools,
Educational
colleges and Enrolments Graduates Awards by age
attainment
universities page 6 page 32 page 35
page 34
page 8
Action Plan for Education 2019
GOAL 1 GOAL 2 GOAL 3 GOAL 4 GOAL 5
We will advance
the progress of
We will shape a We will lead in the
learners at risk of We will equip
responsive We will intensify the delivery of strategic
educational education and
education and relationships direction and
disadvantage and training providers
training system between education supportive systems
learners with with the skills and
that meets the and the wider in partnership with
special support to provide
needs and raises community, society key stakeholders in
educational needs a quality learning
the aspirations of and the economy. education and
in order to support experience.
all learners. training.
them to achieve
their potential.
Wellbeing DEIS retention Inspections Patronage School buildings
page 13 page 20 page 11 page 14 page 8
Leaving
FET and HE
Certificate SEN supports Teachers FET and Skills
providers
pathways page 21 page 9 page 30
page 8
page 15
Foreign SEN in Teacher Employment
New capacity
languages mainstream development outcomes
page 8
page 18 page 21 page 12 page 34
Access to higher International
STEM education School transport
education students
page 16 page 23
page 26 page 28
Transitions Part-time study Research students
page 24 page 26 page 29
Statistics Section, Department of Education 5Enrolments and Capacity
1. Enrolments
Full-time enrolments at all levels of education have risen strongly in recent years driven by a
combination of demographic pressures and increased participation. Enrolments have been
projected to peak in 2018 at primary level, in 2024 at post-primary and in 2031 at third level.
INDICATOR 2015 2016 2017 2018 2019
Number of pre-school children
77,449 120,843 118,906 108,188 105,978
in ECCE (part-time)
Number of pupils in primary
553,380 558,314 563,459 567,772 567,716
school
Number of pupils in post-
345,550 352,257 357,408 362,899 371,450
primary school
Number of persons enrolled
n/a n/a 44,719 44,408 Q1 2021
full-time in FET – all NFQ
Number of full-time higher
179,354 180,610 183,642 185,474 Q1 2021
education students
of which universities 100,793 105,051 107,114 108,982 Q1 2021
of which institutes of
78,561 75,559 76,528 76,492 Q1 2021
technology and colleges
of which undergraduates 156,717 157,518 159,823 160,619 Q1 2021
which post-graduates 22,637 23,092 23,819 24,855 Q1 2021
Total number in full-time
n/a n/a 1,149,228 1,160,553 Q1 2021
education, excl. pre-school
Reason for inclusion: Enrolments are a headline measure of the size of the education
system.
Source: Early Childhood Care and Education (ECCE) enrolments are provided by POBAL.
Primary and post-primary pupil numbers are extracted from the Department’s Primary Online
Database (POD) and Post-primary Online Database (P-POD). Enrolments in Further
Education and Training are extracted from the SOLAS Programme Learner Support Service
(PLSS). Note: as this database is relatively new, data for 2015 and 2016 is not available.
Enrolments in third level are provided by the Higher Education Authority (HEA).
Statistics Section, Department of Education 6NOTE: Data is reported on an academic year basis i.e. 2019 means enrolments in
September 2019.
Data covers full-time students only, apart from ECCE.
Enrolments are in state-funded institutions only and exclude enrolments in private
colleges (Dorset College, NCI, etc.).
FET enrolments cover students participating in full-time courses only. PLC students
are included in the FET totals. As the PLSS database was only rolled out in 2017
data for years prior to that is not available on a comparable basis. This data has been
updated since the 2019 report and covers full-time enrolments in all NFQ levels 1 to
8.
Part-time enrolments can be found in the section on Access on page 26, while
participation in work-based education and training and registrations on
apprenticeships are covered in the section on Skills on page 30.
Data on enrolments in higher education for the academic year 2019/2020 are still
being finalised and will be included once they become available. This affects
indicators across several areas.
Statistics Section, Department of Education 72. Education providers and additional capacity
After falling for several years there were two additional primary schools in 2019.
INDICATOR 2015 2016 2017 2018 2019
Number of ECCE providers 4,415 4,454 4,468 4,231 4,260
Number of primary schools 3,277 3,250 3,246 3,240 3,242
Additional permanent places
12,652 15,232 13,638 7,432 6,718
provided in primary schools
Number of post-primary schools 709 711 715 722 723
Additional permanent places
6,219 7,056 4,215 4,698 4,287
provided in post-primary schools
Number of QQI registered active
425 407 396 364 320
providers (FET providers)
Third level Institutions and
20 18 18 18 15
colleges funded by HEA
Third level universities funded by
7 7 7 7 8
HEA
Reason for inclusion: The number of schools, Institutes of Technology (IoT), Universities
and FET providers are headline measures of the size of the education system.
Strengthening the scale and capacity in the higher education sector through collaboration
and consolidation, including the creation of Technological Universities, are central policies of
the Higher Education Strategy 2030.
Source: The number of ECCE providers is supplied by POBAL, primary and post-primary
schools are extracted from the Department’s Unified Data Model (UDM) database, FET
providers are extracted from QQI (Quality and Qualifications Ireland) data and third level
providers are reported on by the HEA.
NOTE: Data is reported on an academic year basis, i.e., 2019 means September 2019.
QQI registered active providers include all active providers, both state-aided and
private colleges, while the figures for third level cover HEA funded institutions only.
The Technological University of Dublin came into being on the 1st of January 2019
as a result of the amalgamation of the Institute of Technology, Blanchardstown,
Dublin Institute of Technology and the Institute of Technology, Tallaght.
Additional capacity in the school system is measured as the number of new schools
plus the number of additional permanent places provided each year.
Statistics Section, Department of Education 8Early Years, Primary and Post-primary Education
3. Teachers
While the overall number of teachers in the primary system has risen substantially in recent
years, the number of teaching teachers has shown a more steady increase. This has
resulted in a lower overall Pupil Teacher Ratio (PTR), while average class size has remained
more constant.
INDICATOR 2015 2016 2017 2018 2019
Number of primary teachers 34,576 35,669 36,773 37,341 37,839
of which mainstream teaching
21,724 22,152 22,430 22,747 22,970
teachers
of which other teachers 12,852 13,517 14,343 14,594 14,869
Number of post-primary
25,123 26,273 27,919 28,474 29,093
teachers
Total number of teachers 59,699 61,942 64,692 65,815 66,932
PTR: Average students per
16.0 15.7 15.3 15.2 15.0
teacher in primary schools
Average class sizes in
24.9 24.7 24.5 24.3 24.1
primary schools
PTR: Average students per
13.8 13.4 12.8 12.7 12.8
teacher in post-primary
schools
Reason for inclusion: The numbers of teachers, pupil to teacher ratio and class size are
headline measures in the education system.
Source: Teacher Allocation section in the Department.
NOTE: Data is reported on an academic year basis, i.e., 2019 means September 2019.
Teacher numbers are based on allocations of teachers (whole time equivalents) each
year and not actual persons (to avoid complications arising from job-sharing, leave
cover and other factors). PLC teachers are not included in the number for teachers.
Mainstream teaching teachers include teaching principals who teach a class in
addition to their administrative duties.
Statistics Section, Department of Education 9Other teachers include special education teachers, English language support
teachers, administrative principals, and Home School Community Liaison (HCSL)
teachers, as well as any other full-time teaching staff.
Statistics Section, Department of Education 104. Quality Assurance
Data on inspections is reported on a calendar year basis. The Inspectorate ceased its
involvement with probationary teachers at the end of the 2019/20 school year.
INDICATOR 2015 2016 2017 2018 2019
Number of inspections of ECCE
22 491 708 691 670
centres
Number of inspections in primary
2,803 4,001 4,171 3,566 1,968
schools, incl. probation
Inspections in post-primary
589 752 659 608 702
schools
Other inspections incl. SSE
966 405 596 1,473 1,369
evaluations
Total inspections 4,380 5,649 6,134 6,338 4,709
Reason for inclusion: Inspections provide an assurance of the quality of teaching and
learning across different education settings. The resulting reports, which are published on
the Department’s website, are a way of sharing best practice and improving performance,
which in turn impacts on learners’ outcomes.
Source: Inspectorate
NOTE: The Inspectorate conduct inspections in schools, early-years settings and centres for
education, through development of new and improved models of inspection, and
through the contribution to Department policy across a range of areas.
Data on inspections is reported on a calendar year basis. The Inspectorate ceased
its involvement with probationary teachers at the end of the 2019/20 school year.
Newly qualified primary school teachers now undergo the Teaching Council’s
Droichead process.
Statistics Section, Department of Education 115. Continuous Professional Development of Teachers
The indicators below focus on the School Support aspect of CPD provided by PDST only.
The decline in primary School Supports in 2019-20 is a result of a shift to seminars relating
to the Primary Language Curriculum rollout which are not captured in the primary school
support measure. The number of primary schools receiving ICT support has increased.
INDICATOR 2015 2016 2017 2018 2019
Number of primary schools
1,420 1,288 1,574 1,931 1,469
receiving school support
Number of hours provided to
primary schools receiving 11,884 12,395 14,849 23,686 13,812
school support
Number of primary schools
56 71 110 182 373
receiving ICT school support
Number of ICT hours
provided to primary schools 353 566 1,505 1,537 2,555
receiving school support
Number of post-primary
schools receiving school 345 288 307 416 463
support
Reason for inclusion: CPD of teachers is essential to ensure all teachers are equipped
with the knowledge and skills for an evolving teaching and learning environment. In
particular, CPD among teachers is required to support major areas of curricular
development and reform, such as the Framework for Junior Cycle, the new Primary
Language Curriculum (Irish and English), new subjects, revised specifications at Senior
Cycle (e.g., Politics & Society, Computer Science and examinable P.E.), the STEM
Education Policy, and to improve school leadership.
Source: The services responsible for the professional development of teachers, namely
Professional Development Service for Teachers (PDST), Junior Cycle for Teachers (JCT)
and the National Induction Programme for Teachers (NIPT).
NOTE: CPD is provided to teachers and schools through three core services: PDST, JCT,
and NIPT. PDST is the largest and most established of the services providing
individual school supports, workshops, leadership programmes and individual online
courses across primary and post-primary schools since 2010.
The indicators above focus on the School Support aspect of CPD provided by PDST
only. Specifically, these indicators do not include individual teacher engagements
with seminars, workshops or online courses provided by PDST. Nor do they, as yet,
cover teacher training provided through the other services. As such these indicators
should be considered as being under development with the intention to expand the
indicator set to ultimately reflect the full extent of participation in teacher training
across all services.
Statistics Section, Department of Education 126. National Educational Psychological Service (NEPS)
The 2019 data on Casework covers the school year 2019/2020; the fall in Casework and
consequential increase in Support and Development work often delivered remotely reflects
the impact of Covid-19 on the ability to provide such direct services to the pupils as a result
of temporary school closures.
INDICATOR 2015 2016 2017 2018 2019
No. of pupils with direct involvement
8,671 7,509 8,497 8,561 7,392
from NEPS psychologist (casework)
No. of pupils receiving assessment
1,778 2,683 1,627 1,946 966
services under SCPA
No. of days NEPS psychologists
dedicated to support and development 6,281 5,209 5,537 5,285 6,260
activities in schools
Reason for inclusion: NEPS provides an educational psychological service to support the
wellbeing, academic, social and emotional development of all learners. NEPS prioritises
support for the wellbeing and inclusion of learners at risk of educational disadvantage and
those with special educational needs. NEPS engages in the development and
implementation of policy across a range of areas within the Department and leads on the
implementation of the Department’s Wellbeing Policy and Framework for Practice 2018-
2023.
Source: National Educational Psychological Service.
NOTE: Data is reported on an academic year basis, i.e., 2019 means September 2019.
NEPS casework includes assessment, formulation, intervention, planning and review.
The Scheme for the Commissioning of Psychological Assessments (SCPA) is a
panel of private practitioners maintained by NEPS providing assessment services to
schools when a NEPS psychologist is unavailable.
Support and Development work includes:
The provision of advice, support and consultation to teachers and parents.
The delivery of training for teachers in the provision of universal and targeted
evidence-informed approaches and early intervention.
Working with school communities to develop support structures and processes
to maximise their capacity to respond particular needs of all learners.
Statistics Section, Department of Education 137. School type
While the percentage of pupils enrolled in Catholic schools is falling this ethos continues to
dominate the school system in Ireland, although noticeably less so at post-primary level.
Attendance at primary and post-primary level Irish-medium schools has remained steady.
Small schools (4 teachers or fewer) accounted for 43.7 per cent of all primary schools and
14.3 per cent of pupils in 2019.
INDICATOR 2015 2016 2017 2018 2019
% Primary pupils in Catholic ethos
91.3% 91.0% 90.6% 90.3% 90.0%
schools
% Primary pupils in Irish-medium
7.9% 8.0% 8.0% 8.1% 8.1%
schools
% Post-primary pupils in Catholic
52.9% 52.1% 51.8% 51.2% 50.5%
ethos schools
% Post-primary pupils in Irish-
3.5% 3.5% 3.6% 3.6% 3.6%
medium schools
Small primary schools (4 or fewer
45.9% 45.1% 44.5% 44.1% 43.7%
teachers) as % of total
Primary pupils in small schools as %
16.0% 15.4% 14.8% 14.5% 14.3%
of total
Number of multi/inter-denominational
120 126 132 136 153
primary schools1
Number of Irish-medium primary
248 248 248 247 250
schools
Number of multi/inter-denominational
333 339 343 349 352
post-primary schools1
Number of Irish-medium post-primary
48 48 48 49 49
schools
Reason for inclusion: The Programme for Government (2016) contains a commitment to
increase the number of non-denominational and multi-denominational schools with a view to
reaching 400 by 2030. The report on the Forum on Patronage and Pluralism in the Primary
Sector (2012) contains a number of recommendations for increasing diversity of school
types. The 20-Year Strategy for the Irish Language 2010-2030 (2010) aims to continue to
support Gaelscoileanna and develop an all-Irish provision at post-primary level to meet
follow-on demand.
Source: Enrolments by ethos and language medium are extracted from POD and P-POD
database systems.
1
The non-denominational school is reported with multi/inter-denominational schools ethos.
Statistics Section, Department of Education 148. Leaving Certificate pathways
The total number of pupils taking the Leaving Certificate programme (across both 5th and
6th year) has increased from just under 79,000 in 2015 to over 86,000 in 2019. The number
of pupils doing Transition Year has risen from 68 per cent of pupils in 2015 to 74 per cent in
2019.
INDICATOR 2015 2016 2017 2018 2019
Number of students taking Leaving
78,745 79,785 80,701 83,909 86,347
Certificate established programme
% of students taking Leaving
66.9% 67.8% 68.3% 69.2% 70.0%
Certificate established programme
Number of students taking Leaving
33,262 32,067 31,661 31,426 30,820
Certificate Vocational
% students taking Leaving
28.2% 27.3% 26.8% 25.9% 25.00%
Certificate Vocational
Number of students taking Leaving
5,754 5,811 5,820 5,939 6,244
Certificate Applied
% students taking Leaving
4.9% 4.9% 4.9% 4.9% 5.1%
Certificate Applied
Number of students doing Transition
40,452 42,891 44,950 45,916 48,268
Year
Students doing Transition Year as %
67.5% 70.4% 71.9% 72.3% 74.0%
of previous 3rd Year
Number of students taking Repeat
1,658 1,360 1,077 811 655
Leaving Certificate
Reason for inclusion: Providing alternatives to the established Leaving Certificate allows
our education system to cater for the diverse needs and aspirations of our learners. Access
to learning in applied and vocational skills are key factors in improving retention and
strengthening pathways for learners through the education system and into the world of
work.
Source: The Department’s P-POD.
NOTE: Data is reported on an academic year basis, i.e., 2019 means September 2019.
Enrolments for Leaving Certificate programmes are the sum of both 5th and 6th year
pupils while percentages are calculated as the percent of both 5th and 6th year
enrolments (excluding Repeat Leaving Certificate students).Transition year as a % of
previous 3rd year may include new arrivals into the system and so be slightly higher
than the direct transfer rate in other reports such as projections.
Statistics Section, Department of Education 159. STEM
Strong differences can be seen in the percentages of girls and boys when it comes to STEM
(Science, Technology, Engineering and Mathematics), particularly when biology is excluded.
INDICATOR 2015 2016 2017 2018 2019
% 6th year boys taking 1 or more
90.7% 89.7% 89.5% 90.7% 90.2%
STEM subj. (excl. maths)
% 6th year girls taking 1 or more
85.5% 86.2% 85.4% 85.8% 85.7%
STEM subj. (excl. maths)
% 6th year boys taking 1 or more
72.4% 71.3% 70.7% 72.1% 72.5%
STEM subj. (excl. maths and biology)
% 6th year girls taking 1 or more
37.2% 38.9% 38.7% 39.5% 41.6%
STEM subj. (excl. maths and biology)
% 6th year boys taking 2 or more
60.0% 58.6% 58.7% 59.5% 59.0%
STEM subj. (excl. maths)
% 6th year girls taking 2 or more
30.1% 31.3% 31.0% 31.7% 33.4%
STEM subj. (excl. maths)
% 6th yr. boys taking 2 or more STEM
41.4% 39.1% 39.0% 40.1% 40.1%
subj. (excl. maths and biology)
% 6th yr. girls taking 2 or more STEM
7.8% 7.7% 8.0% 8.0% 8.9%
subj. (excl. maths and biology)
% LC students attaining grade H4 or
60.1% 55.6% 59.1% 56.8% Q1 2021
above in HL maths sits
% LC students attaining grade O4 or
58.5% 58.8% 57.2% 56.1% Q1 2021
above in OL maths sits
% boys’ schools offering physics,
90.1% 90.0% 91.0% 92.0% 89.1%
chemistry and biology (LC)
% girls’ schools offering physics,
76.6% 78.2% 78.8% 77.3% 77.1%
chemistry and biology (LC)
% mixed schools offering physics,
60.5% 59.4% 60.9% 61.6% 61.9%
chemistry and biology (LC)
% boys’ schools offering a STEM
subject other than maths or science 93.1% 93.0% 97.0% 96.0% 95.0%
(LC)
% girls’ schools offering a STEM
subject other than maths or a science 54.0% 57.9% 58.3% 56.1% 55.7%
(LC)
Statistics Section, Department of Education 16% mixed schools offering a STEM
subject other than maths or a science 91.9% 91.4% 92.8% 93.1% 91.6%
(LC)
% 3rd year boys taking at least one
STEM subject (other than science or 75.6% 73.9% 73.8% 72.7% 73.3%
maths)
% 3rd year girls taking at least one
STEM subject (other than science or 21.5% 19.6% 21.3% 22.7% 23.9%
maths)
Reason for inclusion: The STEM Education Policy Statement (2017-2026) sets out a vision
of providing a high-quality STEM education experience. A key pillar of the STEM policy is to
nurture learner engagement and participation; it also includes a commitment to monitor
uptake by all students, and to increase female participation in STEM.
Source: P-POD captures school returns for pupil enrolments by grade, programme and
subject. The above data for LC does not include pupils taking the LCA (Leaving Certificate
Applied).
NOTE: Data is reported on an academic year basis, i.e., 2019 means September 2019,
other than attainment data which is for the end of the academic year, i.e., 2018
means June 2019. Attainment data is not currently available for 2019 due to the 2020
Leaving Certificate having not yet been completed.
STEM subjects at Leaving Certificate for the purposes of the STEM Education Policy
Statement are agricultural science, mathematics, applied mathematics, biology,
physics, chemistry, physics and chemistry, engineering, construction studies, design
and communication graphics and technology; for Junior Certificate this covers
woodwork, technology, technical graphics, metalwork, mathematics and science.
Maths attainment figures prior to 2016 reflect those receiving a C2 or above (for
consistency with the new grading system).
Schools offering all three science subjects (physics, chemistry, biology) is based on
pupils taking these subjects on P-POD, i.e., a school may offer physics but have no
pupils taking the subject.
Statistics Section, Department of Education 1710. Foreign languages
The percentage of schools offering at least two foreign languages is increasing, as is the
percentage taking a foreign language other than French in the Leaving Certificate.
INDICATOR 2015 2016 2017 2018 2019
% 6th year boys doing at least
72.2% 72.3% 72.3% 69.0% 67.0%
one foreign language
% 6th year girls doing at least
87.1% 87.7% 87.2% 86.5% 84.6%
one foreign language
LC % doing a foreign language
other than French (of all foreign 37.5% 39.0% 41.4% 42.8% 45.5%
language exam sits)
% JC students doing a foreign
language other than French (of 40.3% 41.8% 43.0% 44.2% 43.8%
all foreign language exam sits)
% LC students attaining grade
H4 or above in any foreign 30.0% 31.9% 31.5% 31.5% Q1 2021
language
% post-primary schools offering
71.4% 71.4% 72.3% 74.1% 74.4%
at least two foreign languages
% schools offering two or more
foreign languages as part of 56.6% 56.7% 55.2% 53.3% 58.0%
Transition year
Reason for inclusion: Languages Connect - Ireland’s Strategy for Foreign Languages in
Education 2017-2026 aims to enable learners communicate effectively and improve their
standards of competence in languages. The strategy aims to increase the uptake of key
foreign languages generally and in particular the number of schools offering two or more
foreign languages along with the number of students sitting two languages for state
examinations.
Source: P-POD and the State Exam results.
NOTE: Data is reported on an academic year basis, i.e., 2019 means September 2019, other
than attainments data, which is for the end of the academic year, i.e., 2018 means
June 2019. Attainment data is not currently available for 2019 due to the 2020
Leaving Certificate having not yet been completed.
At Junior Cycle level, a foreign language other than French refers to German,
Spanish and Italian.
Statistics Section, Department of Education 18At Leaving Certificate level a language other than French refers to German, Spanish,
Italian, Russian, Japanese and Arabic. In the indicator on LC exam sits a pupil may
be double counted if they sit more than one foreign language other than French (the
numbers are thought to be small). The indicator on students attaining a H4 or above
may also contain duplicates in cases where a pupil achieves this in more than one
foreign language (both French and German for example) but the numbers are
thought to be small.
Statistics Section, Department of Education 1911. Social Inclusion
The gap in retention to Leaving Certificate between DEIS and non-DEIS school has
increased in recent years and while enrolments overall have risen, the absolute number of
early school leavers remains fairly steady.
INDICATOR 2015 2016 2017 2018 2019
Retention rate in DEIS post-
primary schools (%) LC 82.7% 84.4% 85.0% 84.7% 83.8%
completion
Gap in retention rates - DEIS vs
9.3% 8.5% 8.5% 8.7% 9.3%
non-DEIS post-primary schools
Number of Early school leavers -
started 5th year but did not sit LC 2,974 2,417 2,486 2,639 2,823
in 6th year
% Early school leavers - started
5th year but did not sit LC in 6th 5.4% 4.3% 4.4% 4.8% 4.9%
year
Reason for inclusion: One of the Department’s strategic goals is to advance the progress
of learners at risk of educational disadvantage. The revised DEIS Plan (2017) sets out the
Department’s vision for education to become a proven pathway to better opportunities for
those in disadvantaged communities and was designed to give tailored support to schools
with high concentrations of disadvantage. The aim is to close the gap between DEIS and
non-DEIS schools in key areas such as retention and educational standards.
Source: Retention rates and the number of early school leavers are taken from the annual
Retention Report.
NOTE: Data is reported on an academic year basis, i.e., 2019 means September 2019.
Retention rate in 2019 is measured as the percentage of pupils who sit LC from the
2013 entry cohort.
Early school leavers are those who entered 5th year but did not sit the LC at the end
of 6th year, or the year after (allows for 1 year of repeat).
Statistics Section, Department of Education 2012. Special Educational Needs
The number of special needs pupils in post-primary schools has risen substantially in recent
years, as has the number of Special Needs Assistants (SNAs) at this level.
INDICATOR 2015 2016 2017 2018 2019
Number of special schools (NCSE
115 114 114 114 114
supported only)
Pupils in special schools 7,473 7,567 7,662 7,728 8,035
Teachers in special schools 1,323 1,365 1,387 1,400 1,435
Pupils in special classes in
4,355 4,836 5,572 6,229 6,822
mainstream primary schools
Pupils in special classes in post-
1,295 1,560 1,814 2,136 2,406
primary schools
Special education teachers in
primary and post-primary schools 11,836 12,501 13,395 13,412 13,530
(mainstream classes) (WTE)
Total SNAs 11,759 12,634 13,862 14,877 15,799
Of which in special schools 2,282 2,371 2,460 2,521 2,560
in primary schools 7,112 7,709 8,581 9,309 9,948
in post primary schools 2,365 2,554 2,821 3,047 3,291
Reason for inclusion: It is a key strategic goal of the Department to advance the progress
of learners with special educational needs and to support them to achieve their full potential.
The School Inclusion Model, a new model of support for students with special educational
and additional care needs, reflects the work of the education partners to ensure that any
pupil or student who might struggle in education gets the best possible support.
Source: SNA data and enrolments of post-primary pupils is provided by the National Council
of Special Education (NCSE). Teacher data is provided by Special Education section.
Enrolments in special schools and classes at primary level is taken from POD.
Statistics Section, Department of Education 21NOTE: Data is reported on an academic year basis, i.e., 2019 means September 2019.
The figures for special schools are for NCSE supported schools only. The data on
SNAs is for whole time equivalents (WTE).
Pupils in mainstream classes with special needs are not reported in these indicators.
The indicator on teachers in special schools has been updated and now only covers
teachers in NCSE special schools; this is to ensure enrolments and teaching posts
are fully comparable. Specifically, the teachers count now excludes teaching posts in
hospital and high support special schools. For 2017 this has resulted in a downward
revision from 1,498 to 1,387 with comparable revisions in other years.
Statistics Section, Department of Education 2213. Transport
Both the number of school transport routes and the number of pupils being carried continues
to rise, with 1 in 8 pupils availing of school transport in 2019.
INDICATOR 2015 2016 2017 2018 2019
School transport routes 5,459 5,633 6,032 6,856 7,374
Pupils on school transport 113,892 116,075 116,774 117,455 120,848
% of pupils provided with
12.7% 12.7% 12.7% 12.6% 12.9%
school transport
Mainstream primary pupils
39,952 39,630 38,729 39,205 38,271
using school transport
Mainstream post-primary
64,118 64,795 65,545 65,499 68,248
pupils using school transport
SEN pupils using school
9,822 11,650 12,500 12,751 14,329
transport
Reason for inclusion: The Department is committed to providing safe, efficient and cost-
effective transport to eligible children.
Source: School Transport Section
Statistics Section, Department of Education 23Further Education and Higher Education
14. Transitions and progressions
Retention to Leaving Certificate continues to improve while transition to higher education is
relatively steady. The number of entry routes to higher education remains high.
INDICATOR 2015 2016 2017 2018 2019
% students who sit LC -
90.2% 91.2% 91.6% 91.5% 91.2%
Retention
Number of higher education
1,310 1,292 1,261 1,262 Q1 2021
entry routes
of which in Universities 499 492 448 417 Q1 2021
of which in IoTs 789 773 790 818 Q1 2021
of which in Colleges 22 27 23 27 Q1 2021
of which at NFQ level 6 116 103 97 96 Q1 2021
of which at NFQ level 7 299 294 289 300 Q1 2021
of which at NFQ level 8 895 895 875 866 Q1 2021
Transition rates from post-
64.0% 64.4% 63.6% 63.4% Q1 2021
primary to higher education
of which DEIS schools 42.1% 42.1% 41.8% 40.5% Q1 2021
of which non-DEIS schools 70.0% 70.4% 69.1% 69.4% Q1 2021
Transition rates from post-
26.3% 27.3% 26.3% 25.9% 24.2%
primary to FET
of which DEIS schools 37.3% 38.9% 36.9% 35.4% 33.4%
of which non-DEIS schools 23.5% 24.4% 23.7% 23.4% 21.8%
Reason for inclusion: Commitments to improve the transitions for students between the
different stages of education are contained in Action Plan 2019. There is also a commitment
to broaden undergraduate entry in order to reduce the complexity of choice for second-level
students and lower the level of competitiveness driving the system.
Statistics Section, Department of Education 24Source: Retention rates to LC are published annually on the Department’s web site.
Transitions from post-primary to higher education are compiled as input to higher education
projections which are published on the web site. The number of course choices for students
entering higher education are taken from the HEA student records system.
NOTE: Retention 2019 is a measure of the percentage of pupils who sit LC from the 2013
entry cohort.
The higher education entry routes are derived from the Central Applications Office
(CAO) codes on the Student Record System (SRS), by institute type and NFQ level.
Entry routes that are not assigned to any CAO code are excluded from the figures
shown above.
The transition rate from post-primary to higher education in a given year is a measure
of the percentage of pupils from the previous five years academic years who
ultimately entered HE in that year.
The transition rate from post-primary to FET in a given year is a measure of the
percentage of pupils from the previous five years academic years who ultimately
entered FET in that year.
Statistics Section, Department of Education 2515. Access
The number of students studying on a flexible basis (part-time and remote) continues to rise
steadily. The percentage of mature students is falling as can be expected with a rising jobs
market.
INDICATOR 2015 2016 2017 2018 2019
Number of part-time HE
37,249 37,633 40,101 43,029 Q1 2021
students
Part-time students in
15,574 16,509 16,649 17,139 Q1 2021
university
Part-time students in IoT and
21,675 21,124 23,452 25,890 Q1 2021
other
Remote HE enrolments - not
6,015 7,385 7,967 9,207 Q1 2021
included above
Total HE students studying on
a flexible basis (part-time and 43,264 45,018 48,068 52,236 Q1 2021
remote)
% Mature entrants of total
entrants in HE (full time 10.4% 9.2% 8.4% 7.7% Q1 2021
undergraduates)
% of new HE entrants with a
disability (eligible FSD 7.8% 10.3% 10.6% 10.0% Q1 2021
students)
Number of (self-declared) Irish
n/a 41 61 67* Q1 2021
Travellers in HE
Number of students receiving
80,622 78,904 77,430 74,557 71,347
supports in the form of grants
of which undergraduates 69,294 67,748 66,782 64,580 61,870
of which post-graduates 2,324 2,141 2,186 2,194 2,075
of which PLC students 9,049 9,015 8,462 7,783 7,402
Census Census 2006 Census 2011 Census 2016 Census 2021
% 20 year olds in
Disadvantaged Areas who are 27.4% 44.1% 47.4% Q1 2023
students, census
2002/2006/2011/2016
Statistics Section, Department of Education 26Reason for inclusion: The National Access Plan contains targets for specific categories of
students that are under-represented, including students from lower socioeconomic groups,
people with special educational needs, mature students, and members of the Travelling
community.
Source: The Higher Education Authority (HEA) provides data on mature, disabled, Traveller
and socially disadvantaged students. The Census provides data on the percentage of all 20
year olds who are students by area type at each census (2002, 2006, 2011 and 2016).
NOTE: Data for 2019 will be published as soon as it becomes available.
Mature students are those who were 23 years of age on the 1st of January in the
year they entered a higher education institution.
Irish Traveller data includes re-enrolments and transfers.
*The 2018 figure for the number of Irish Travellers in higher education is provisional.
Statistics Section, Department of Education 2716. International Students
The percentage of full-time HE students in Ireland who are classified as international has
increased from 11.5 per cent of all students in 2015 to 13.2 per cent in 2018.
INDICATOR 2015 2016 2017 2018 2019
International students in Ireland
and abroad (public and private 34,372 35,571 38,445 41,420 Q1 2021
Third Level)
International HE full-time
20,597 20,972 22,929 24,574 Q1 2021
students in Ireland
of which Non-EU undergraduates 12,106 11,986 12,591 12,785 Q1 2021
of which EU undergraduates 2,831 2,534 2,702 3,004 Q1 2021
of which Non-EU post-graduates 4,044 4,808 5,864 6,855 Q1 2021
of which EU post-graduates 1,616 1,644 1,772 1,930 Q1 2021
International students as % of
11.5% 11.6% 12.5% 13.2% Q1 2021
full-time HE students
Students participating in
Erasmus/Lifelong Learning 4,950 5,077 5,015 4,902 4,905
Programme
Number of English language
106,019 119,120 127,640 121,462 Q3 2020
students
Reason for inclusion: The International Education Strategy aims to build relationships
between Irish educational institutions and their global partners in order to enhance the
quality and relevance of our education system, and to support the development of Ireland’s
students to become global citizens.
SOURCE: The data on student numbers was obtained through an independent review of the
international education strategy which involved consultation with all stakeholders. The SRS
in the HEA provides data on the nationality of students attending HEA funded institutions in
Ireland.
NOTE: The data for all international students (38,445 in 2017) includes full-time students
reported by the HEA (22,929), students on overseas campus (2,626), other
exchange students (1,459), students on the European mobility scheme/Erasmus+
(5,015), and students in private colleges (6,416).
Statistics Section, Department of Education 2817. Research
The number of post-graduate researchers rose to over 10,000 in 2018, of which the majority
were full-time PhD students.
INDICATOR 2015 2016 2017 2018 2019
Total number of Post-
9,773 9,802 10,015 10,065 Q1 2021
graduate researchers
Full-time PhD 6,928 6,806 6,888 7,066 Q1 2021
of which males 3,440 3,350 3,298 3,369 Q1 2021
of which females 3,488 3,456 3,590 3,697 Q1 2021
Full-time Research Masters 1,115 1,156 1,150 1,105 Q1 2021
of which males 579 646 644 556 Q1 2021
of which females 536 510 506 549 Q1 2021
Part-time PhD 1,440 1,551 1,625 1,577 Q1 2021
Part-time Research Masters 290 289 352 317 Q1 2021
Reason for inclusion: Innovation 2020, Ireland’s strategy for research and development,
science and technology, contains commitments to support the career development of the
next generation of researchers, to expand Ireland’s research capacity and to work with
employers to increase the number of researchers to address economic and societal
demand.
Source: The HEA SRS.
Statistics Section, Department of Education 2918. Further Education and Training (FET), and skills initiatives
The number of persons registered on apprenticeships has shown a strong increase in recent
years with an increase of over 100% between 2015 and 2019. The number of FET
enrolments has also increased in 2018.
INDICATOR 2015 2016 2017 2018 2019
Number of Springboard enrolments 7,767 5,102 6,564 8,088 9,266
Total persons registered on
8,317 10,445 12,851 15,373 17,829
apprenticeships
of which Craft Apprenticeships 8,317 10,366 12,458 14,469 16,142
Number of Skillnet learner 48,923 50,373 49,194 56,182 63,000
of which Up-skilling the Unemployed 6,695 5,915 3,705 1,980 1,871
Enrolments in FET at NFQ levels 1-4 n/a 55,886 80,503 85,828 Q1 2021
Enrolments in FET at NFQ levels 5 n/a 43,868 39,609 41,432 Q1 2021
Enrolments in FET at NFQ level 6 n/a 9,745 8,355 9,486 Q1 2021
Reason for inclusion: The development of the new National Skills Council and Regional
Skills Fora provides a focus, both nationally and regionally, for the delivery of skills. Action
Plan 2019 contains commitments to addressing areas of strategic skills shortages and
providing attractive alternatives to higher education progression routes. The aim of
Springboard is to provide upskilling and reskilling courses to develop the talent base in key
growth sectors of the economy.
Source: Enrolments in Springboard are provided by the HEA. The Skillnet annual reports
publish data on participation for both the employed and unemployed. The SOLAS
Programme Learners Support System (PLSS) database provides data on enrolments in
Educational Training Board (ETB) courses. Note: as this database is relatively new data for
2015 is unavailable. Apprenticeships data is provided by SOLAS.
NOTE: Apprenticeship data is for the calendar year and covers all person who were
registered on an apprenticeship on 31st December in that year.
All PLSS database entrants with a blank NFQ have been included in the group NFQ
1-4 for the purposes of the table above. Future iterations of this report will
disaggregate this data further.
Statistics Section, Department of Education 30The PLSS database was rolled out in 2017 so when examining change over time
users should be aware there is a break in the series between 2016 and 2017. Data
for 2019 is provisional.
The data on FET enrolments covers publicly-funded provision only, mainly delivered
or contracted by Education and Training Boards.
FET covers a mix of full time academic year courses, courses that start at various
points of the year, shorter duration, part time and online courses. For the purposes of
this report the data above has been estimated on an academic year basis - persons
who were enrolled at any time between the 1st of September 2016 and the 31st of
August 2017 were included in the 2016 figure. Persons who enrolled on two or more
courses in the year were only counted once, at the higher NFQ level.
FET courses vary greatly in length from several years to just a few weeks. They are
certified at levels 1-6 on the National Framework of Qualifications, ranging from basic
skills such as literacy and numeracy programmes, to higher level skills in a wide
range of vocational areas. As the SOLAS PLSS database has only been in place
since 2017 some gaps in the data remain so the figures should generally be
regarded as provisional.
Statistics Section, Department of Education 31Outputs and Outcomes
19. Awards by NFQ level
There were 211,274 people who achieved an award in 2018, in addition to Junior or Leaving
Certificate sits. Of these 69,726 persons achieved an Honours Degree or higher (level 8 or
above).
INDICATOR 2015 2016 2017 2018 2019
Junior Certificate sits 60,248 61,654 62,562 64,331 Q1 2021
Leaving Certificate sits 55,707 55,770 54,440 56,071 Q1 2021
Graduates with Major NFQ 325 358 345 297 364
award level 1
Graduates with Major NFQ 993 914 1,008 950 998
award level 2
Graduates with Major NFQ 1,936 1,503 1,625 1,337 1,250
award level 3
Graduates with Major NFQ 2,226 1,953 2,017 1,680 1,690
award level 4
Graduates with Major NFQ 21,534 22,143 22,667 21,162 Q1 2021
award level 5
Graduates with Major NFQ 6,612 6,273 6,121 6,223 Q1 2021
award level 6
Graduates with Major NFQ 8,222 10,817 10,723 12,633 Q1 2021
award level 7
Graduates with Major NFQ 42,967 44,172 44,435 46,447 Q1 2021
award level 8
Graduates with Major NFQ 17,433 19,581 21,242 21,861 Q1 2021
award level 9
Graduates with Major NFQ 1,429 1,568 1,445 1,418 Q1 2021
award level 10
Graduates with Minor or
Supplemental awards (all 110,894 120,310 98,558 81,157 76,753
NFQ levels)
Graduates with Special
Purpose awards (all NFQ 15,628 15,564 17,302 16,109 16,775
levels)
Total graduates Major, Minor 230,199 245,156 227,488 211,274 Q1 2021
and Special Purpose
Statistics Section, Department of Education 32Reason for inclusion: Graduates are a headline measure of the outputs of the education
system.
SOURCE: Graduates from HEA funded institutions were extracted from the HEA Student
Record System; QQI provides data on all other Major, Minor and Special Purpose awards.
NOTE: Awards or qualifications are made at different classes and levels depending on the
learning outcomes.
Major awards are the principal class of award and are deemed to represent a
significant volume of learning outcomes; they usually comprise of eight minor awards
or modules.
Minor awards are made in their own right in recognition of a range of learning
outcomes, but not the specific combination of learning outcomes required for a major
award.
Special-purpose award-types are made for specific, relatively narrow, purposes (and
may also form part of major awards). Supplemental awards are for learning which is
additional to previous award. They could, for example, relate to updating and
refreshing knowledge or skills, or to continuing professional development.
The data is a count of persons, not awards made. A person who has achieved one or
more Minor awards but has not yet achieved a Major award will appear in the Minor
awards count; those who progress to a Major award will appear in the respective
Major award count (and be removed from the Minor award count), i.e., persons who
graduated from two or more courses in the year were only counted once, at the
higher NFQ level and award type. Special purpose awards can be made at various
NFQ levels.
Major awards are typically achieved at the end of the academic year, whereas Minor,
Supplemental and Special Purpose awards can be made throughout the year.
Awards data was extracted from the QQI database and includes awards made to
learners in private providers, but excludes awards by awarding bodies other than
QQI (such as City and Guilds or Microsoft). Enrolments data on the other hand was
extracted from the HEA (SRS) and SOLAS (PLSS) databases and covers publicly-
funded education and training only (excludes enrolments in private colleges). This
results in a misalignment between these two independent but linked (enrolments /
awards) measures of the higher and further education systems. This will be corrected
over time as the indicators are developed further.
The fall in graduates at NFQ 8 in 2015 was off-set by an increase in NFQ 9 as a
result of the phasing out of the Diploma in Education (level 8) in favour of the
professional Masters in Education (level 9).
Statistics Section, Department of Education 3320. Attainment
The overall level of education of the population has been rising steadily over time, while
unemployment rates are consistently lower for those with a higher level of education.
INDICATOR 2015 2016 2017 2018 2019
% 30-34 year olds with third level
53% 54% 55% 57% 55%
education or above
% 25-34 year olds with post-
66% 69% 70% 70% 70%
secondary education or above
% 25-34 year old males with
post-secondary education or 62% 64% 64% 65% 66%
above
% 25-34 year old females with
post-secondary education or 69% 71% 73% 75% 74%
above
Unemployment rate for persons
whose highest level of education 13.0% 11.3% 9.4% 7.8% 7.7%
is upper secondary
Unemployment rate for persons
whose highest level of education 12.7% 9.8% 8.1% 6.8% 5.9%
is post-secondary
Unemployment rate for persons
whose highest level of education 5.2% 5.2% 3.4% 3.8% 2.8%
is third level
Reason for inclusion: The Irish education system aims to provide all persons with a level
and quality of education and training that equips them with the knowledge and skills that they
need to achieve their potential and to participate fully in society and the economy.
Source: Central Statistics Office (CSO) Labour Force Survey and Quarterly National
Household Survey (QNHS).
NOTE: The unemployment rate is the number of unemployed expressed as a percentage of
the total labour force.
The data presented is for Quarter 2 of each year only (i.e., April-June of each year).
Third level is an amalgamation of the categories Higher Certificate or equivalent,
Ordinary Degree or equivalent, Honours Bachelor Degree or equivalent and
Postgraduate Qualification.
Statistics Section, Department of Education 3421. NFQ Awards by Age
The number of older adults achieving awards has fallen in recent years, which can be
expected as employment increases.
INDICATOR 2015 2016 2017 2018 2019
Persons age 25 to 34 who achieved 56,884 59,301 57,034 52,646 Q1 2021
an award on the NFQ – any level
Persons age 35 to 44 who achieved 45,321 48,960 45,691 41,092 Q1 2021
an award on the NFQ – any level
Persons age 45 to 54 who achieved 33,905 37,875 32,804 28,792 Q1 2021
an award on the NFQ – any level
Persons age 55 to 64 who achieved 18,075 21,143 16,751 14,786 Q1 2021
an award on the NFQ – any level
Persons age 65+ who achieved an 3,689 5,275 2,982 2,952 Q1 2021
award on the NFQ – any level
Reason of inclusion: Increasing the participation of adults in lifelong education and training
is a core objective of the National Skills Strategy 2025.
Source: The number of awards made to adults by various age groups is extracted from the
QQI and HEA databases.
NOTE: QQI awards cover awards at all levels, from NFQ 1 up to NFQ 9, while the HEA
provides data on awards at NFQ 7, 8 and above.
Statistics Section, Department of Education 3522. Lifelong learning
The percentage of persons participating in Lifelong learning rose strongly in 2018, with a
more modest increase in 2019.
INDICATOR 2015 2016 2017 2018 2019
EU - % Irish adults age 25-64 who
participated in formal and/or non-formal 6.5% 6.5% 9.0% 12.5% 12.6%
learning activities
Reasons for inclusion: Increasing the participation of adults in lifelong education and
training is a core objective of the National Skills Strategy 2025.
Source: The EU measure of Lifelong Learning Participation among adults is derived from
the Quarterly National Household Survey and is an annual average.
NOTE: This index refers to the share of adults who participated in formal and/or non-formal
learning activities; in this context formal means education and training in schools,
universities and other formal education institutions, while non-formal means
education and training that does not correspond to the definition of formal education,
e.g., adult literacy, life skills, work skills and general culture.
.
Statistics Section, Department of Education 36Appendix
Topic Source
A Programme for a Partnership https://assets.gov.ie/3221/231118100655-
Government 2016 5c803e6351b84155a21ca9fe4e64ce5a.pdf
Retention rates https://www.education.ie/en/Publications/Statistics/retentio
n/retention-rates-of-pupils-in-second-level-schools-2012-
entry-cohort.pdf
Progression to Third-level https://www.education.ie/en/Publications/Statistics/projecti
ons/
Enrolments in Third-level http://hea.ie/statistics-archive/
National Strategy on Literacy https://www.education.ie/en/Publications/Education-
and Numeracy for Learning Reports/pub_ed_interim_review_literacy_numeracy_2011
and Life 2011-2020 _2020.PDF
Further Education and Training https://www.education.ie/en/Publications/Policy-
Strategy 2014 – 2019 Reports/?pageNumber=2
National Access Plan https://hea.ie/policy/access-policy/national-access-plan-
2015-2019/
20-Year Strategy for the Irish https://www.education.ie/en/Publications/Policy-
Language 2010-2030 Reports/?pageNumber=1
Languages Connect : Strategy https://www.education.ie/en/Schools-
for Foreign Languages in Colleges/Information/Curriculum-and-Syllabus/Foreign-
Education 2017-2026 Languages-Strategy/Foreign-Languages-Strategy.html
DES Inspectorate http://www.education.ie/en/Publications/Corporate-
Reports/Annual-Report/
Lifelong Learning Participation https://ec.europa.eu/eurostat/data/database
(Eurostat database)
Statistics Section, Department of Education 37Acronyms CAO Central Applications Office CPD Continuous Professional Development CSO Central Statistics Office DEIS Delivering Equality of Opportunity in Schools DPER Department of Public Expenditure and Reform ECCE Early Childhood Care and Education ETB Education and Training Board FET Further Education and Training HEA Higher Education Authority IoT Institutes of Technology JCT Junior Cycle for Teachers LC Leaving Certificate LCA Leaving Certificate Applied NCI National College of Ireland NCSE National Council for Special Education NEPS National Educational Psychological Service NFQ National Framework of Qualifications NIPT National Induction Programme for Teachers PDST Professional Development Service for Teachers PLC Post Leaving Certificate PLSS Programme Learner Support System POD Primary Online Database P-POD Post-primary Online Database PTR Pupil Teacher Ratio QNHS Quarterly National Household Survey QQI Quality and Qualifications Ireland REV Revised Estimate Volume SCPA Scheme for the Commissioning of Psychological Assessments SEN Special Educational Needs SNA Special Needs Assistant SRS Student Record System STEM Science, Technology, Engineering and Mathematics UDM Unified Data Model WTE Whole Time Equivalent Statistics Section, Department of Education 38
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